Beliefs about Learning and Teaching Communicative English in Japan

要旨

This study examines Japanese lUliversity EFL student and teacher beliefs about learning and teaching commlUlicative English in Japan. Over 300 students and 82 college teachers were given a 36-item questionnaire to assess their beliefs about (a) important instructional areas, (b) goals and objectives, (c) instructional styles and methods, (d) teaching materials, and (e) cultural matters. The results indicate that many students preferred traditional styles of ELT pedagogy including a teacher-centered approach (listening to lectures), learning isolated skills (pronunciation), and focusing on accuracy Oapanese translation). On the other hand, the teachers' preferences appeared to have shifted towards more recent pedagogy such as a learner-centered approach, integrated skills, and a focus on fluency. These results suggest that constant assessment of student beliefs is essential to link ELT theories and classroom practice.

主題